111 Special Education For Administrators Module 3 Building Relationships and Developing People Securing Accountability 1

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Special Education For Special Education For AdministratorsAdministrators

Module 3Module 3 Building Relationships and Developing PeopleBuilding Relationships and Developing People

Securing AccountabilitySecuring Accountability

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Norms of Operation

• Go slow to go fast• Listen and speak with an open mind• Take risks• Respect others and ourselves• Leave positions at the door• What we say here stays here• Begin, end, and transition on time

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Module 3 Agenda:Module 3 Agenda:

Welcome Back Intro: Building Relationships Leadership Framework Assessment & Evaluation: Securing

Accountability PLC’s& Learning For All School Effectiveness Framework –

Components 1 and 5 Exceptionality Group Presentations Shared Solutions Alternative Dispute Resolution

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“Let’s have faith that right makes might; and in that faith let us, to the end, dare to do our duty as we understand it.” -Abraham Lincoln

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Building Relationships of TrustBuilding Relationships of Trust

The Case for Trust – Stephen Coveyhttp://www.youtube.com/watch?NR=1&v=CciecbzzH-ghttp://www.youtube.com/watch?v=9J4oxmqLsBY&feature=related

TRUST how do you create a culture of trust?– Think of a time when you were successful in

creating a professional relationship of trust.– How will a culture of trust support students with

special needs?

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Inclusive and exclusive educational change: Inclusive and exclusive educational change: emotional responses of teachers and implications emotional responses of teachers and implications for leadershipfor leadership (Andy Hargreaves) (Andy Hargreaves)

• “What, then, can we conclude about the emotional dimensions of self-initiated change and its distinctions from mandated change?”

• When we have to implement mandated change how can we have teachers “own” the change?

Managing Change and Building Managing Change and Building RelationshipsRelationships

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The Leadership Framework1. Inspire a shared vision of leadership in schools and boards2. Promote a common language that fosters an understanding of what leadership and what it

means to be a leader3. Identify the competencies and practices that describe effective leadership and guide professional

learning

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• DVD on the Leadership Framework slides 19 and 27

• Review the WIG that will impact your students with special needs that you set in Module 1

• Think-pair-share your progress

Leadership Framework Leadership Framework Personal Learning PathwayPersonal Learning Pathway

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• In Professional Learning Communities there is a culture of high expectations that supports the belief that all students can learn, and the school responds in a timely fashion to students who require intervention and support

• Learning for All K-12 (Draft 2011) notes that PLC’s have the potential to close the achievement gap for students

Professional Learning CommunitiesProfessional Learning CommunitiesSupporting Supporting Learning for AllLearning for All

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The Learning LeaderDouglas Reeves

• “Do we know the names, the faces, and the stories of students who are in danger of failure nine months from now?”

• “We know…the only relevant question is whether we have the will to apply that knowledge to meet the needs of our students.”

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The Role of PLC’sThe Role of PLC’s

Key Questions for teaching/learning:– What is it we want our students to learn?– How will we know if each student has learned?– How will we respond when students do not learn

the identified expectation/big idea etc.?– How can we extend and enrich the learning for

students who have demonstrated proficiency? i.e., gifted

– How do we build in the regular, ongoing monitoring of students with special needs?

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School Effectiveness FrameworkSchool Effectiveness FrameworkMaking a Difference for Students with Special NeedsMaking a Difference for Students with Special Needs

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DepthDepth

School(SIP)

Classroom(planning for teaching and learning)

collaborative inquiry – professional learning cycle

DA

TA

/ E

VID

EN

CE

-BA

SE

D

DA

TA

/ E

VID

EN

CE

-BA

SE

D

Board(BIP)

AL

IGN

ED

AL

IGN

ED

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SEF Component 1 Assessment for, as and of Learning

The primary purpose of assessment and evaluation is to improve student learning.

Taken from Growing Success, page 6

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Getting to Know Our StudentsLearning Styles

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Assessment Cycle for Learning

BIG IDEA

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Professional Learning Community Teacher engagement in the change process – why is descriptive feedback so important for

students who have special needs?

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Feedback Strategies

Timing - when/how often

Amount – points that relate to major learning goals

Mode – oral , written, visual demo

Audience – individual versus group

Area of Focus for FeedbackArea of Focus for Feedback

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Clear Target - Analogy of archery - If students are beginners at archery, they cannot be expected to hit the bull’s eye the first time. It is fine if they miss the target as long as they

understand what they need to do in order to improve. With ongoing practice and feedback, students can gradually witness their own improvement

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General(“need more practice”)

•Identify what is done well (encouraging)

•Connect to learning goals and success criteria

•Provides both oral and written

•Describes what needs improvement and how to get there

•Involves follow up

Specific,Focused

Assessment for Learning: Feedback

http://www.edugains.ca/resourcesAER/VideoLibrary/index.html?movieID=20

How can effective feedback make a difference for students with special education needs and how will you ensure this happens in your school (accountability)?

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• http://www.curriculum.org/secretariat/framework/assessment3.shtml secondary example for 4 minutes

•http://www.curriculum.org/secretariat/framework/curriculum5.shtml

Grade 4-6 2 minutes

• What are current practices in your school regarding assessment for students with special needs and what technical and adaptive changes need to occur?

• What actions will you take? • How will you secure accountability?

School Effectiveness FrameworkSchool Effectiveness Framework

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Think-Pair-Share

• Assessment & Evaluation Symposium Keynote: Dr. Douglas Reeves (Excerpt)

http://www.edu.gov.on.ca/eng/policyfunding/ocup• In groups of four share your thoughts on what

Reeves says and why it is especially important for students with special needs

• Share your graphic organizer showing how at your school assessment as, for and of learning is used to facilitate the success of students with special needs

Assessment for Students with Developmental Delays

• Assessment of Students with Developmental Delays

• Brigance Inventory of Early Development II (Curriculum Associates) yellow version

• Low Incidence DD Alternative Report Card

• Effective learning tasks lead to deep thinking• Investigation is of real interest• Students are active in designing the problems and the methods of

investigation• Students engage with disciplined inquiry (student sees self in own

world related to the task)• Tasks connects to the world outside the class• Involves substantive conversation• http://www.curriculum.org/secretariat/framework/programs2.shtml

Length 3:17 Grade 4-6

• Tangible product presented to a real audience Freedom Writers

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Authentic LearningAuthentic Learning

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SEF and Assessment (Component 1)and

SEF and Pathways (Component 5)

• Select one goal ongoing in your school related to special education and then

• Highlight one key goal and one key indicator for your school. Work across the chart in relation to students with special needs

• Think, pair, share your insights• How can this support your work with your

staff at your school?

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Critical Issues in Equity and Inclusive Education: The Need for Action

http://www.principals.ca/stream/equity/part3/part3stream.html

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Where are you on the continuum?Where are you on the continuum?• How have you utilized relationships to create an

effective PLC in your school related to special education and/or inclusive classrooms?

• How do you provide individualized support for teachers based on their needs to build capacity around special education/inclusive classrooms?

• Disciplined entrepreneurship and collective self efficacy in special education: How do staff/students demonstrate that they truly believe they can make a difference, grow and enhance their learning?

• How do you monitor the PLC’s and TLCP’s in a timely manner with effective feedback and accountability?

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Exceptionality Group PresentationsExceptionality Group Presentations

Group Presentations Reminders

Group Presentations• The research final product must include:• category of exceptionality including the Ministry criteria: e.g., intellectual, deaf/hard of

hearing,• definition of the exceptionality: Ministry and Board,• historical perspective/overview of the exceptionality, • key characteristics of the exceptionality that pertain to the specific syndrome or condition,• student learning: strengths and challenges, • instructional, environmental and assessment/evaluation strategies for accommodation,

integration and inclusion,• differentiation of instructional and learning,• differentiation of assessment and evaluation for, of and as learning,• community resources,• other resources to support student achievement and• web based links to learning

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• Facts Perceptions Positions• Interests, needs Issues Solutions• Consequences of events Consequences of possible outcome

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Conflict TriangleFramework for analyzing a conflict

• Past history• Values, meanings• Relationships• Emotions• Behaviours• Abilities• Personalities

•How people communicateissues and feelings• Structures, system, procedures, patterns• Norms about how to behave in a conflict• Decision making• Roles, jobs

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Principles of Conflict Principles of Conflict ResolutionResolution

Principle-Based Power-Based

Look for solution Not for blameFocus on the problem Not on the personTake a non-adversarial approach Not an adversarial oneUse dialogue Not debateFocus on interests Not on positionTry for a win/win solution Not a win/lose oneFocus on change Not on controlConflict resolution is a long process Not a quick fix

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Power BasesPower Bases……• Think – Pair –Share:• Can you identify where your power lies, from where

it comes?• Reflect on how you should exercise your power,

when, for what purpose and under what conditions?

• Reflect on how you should share your power, when, for what purpose and under what conditions?

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Strategies for Responding to AngerStrategies for Responding to Anger1. Listen carefully with full attention2. Assess point on anger cycle 3. Acknowledge feelings 4. Check for understanding 5. Remain calm6. Begin problem solving when anger is

diffused7. Try to stay in the present, “What can we do

about what is happening now?”

Leave

Stay

Short TermLong Term

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Phases of the Anger CyclePhases of the Anger Cycle

Base Line

Quality of Judgment

Physiological Arousal

1. This is the event which triggers the rest of the cycle. The extent to which a person feels provoked enough to explode is related to both internal and external factors (stimuli from the environment).

1. 2. 3. 4. 5.

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Base Line

Quality of Judgment


2. Escalation Phase: During the phase the body’s physiological arousal systems prepare for a crisis. The body prepares to attack or defend. Physiological cues include:

• Muscle tension• Increased respiration• Increased heart rate• Increase in voice volume and pitch

1. 2. 3. 4. 5.

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Base Line

Quality of Judgment


3. Crisis Phase: This phase begins as the body reaches the fight or flight point. Since the body is at maximum stress, the person must aggress or withdraw. Judgment is very poor at this point and rational discussion is useless. Short, simple and non-provocative comments are best.

1. 2. 3. 4. 5.

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Base Line

Quality of Judgment


4. Recovery Phase: The crisis has passed, but the body must still recover from its high level of arousal. Provocative communication at this point may cause another crisis. Allow space during this phase if possible.

1. 2. 3. 4. 5.

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Base Line

Quality of Judgment


5. Post-Crisis : The body and judgment have now returned to normal. Physiological signs are normal or depressed or self-destructive during this stage. This is an important time for discussion and problem solving.

1. 2. 3. 4. 5.

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Active Listening TechniquesActive Listening Techniques

Listening . . . requires not only open eyes and ears, but open hearts and minds. We do not really see through our eyes or hear through our ears, but through our beliefs. . . . It is not easy, but it is the only way to learn what it might feel like to be someone else and the only way to start the dialogue.

Lisa Delpit

“Listening is probably the most cost effective element of a conflict management system.”

Mary Rowe

“Seek first to understand, then to be understood.”

Stephen Covey, Habit 5Seven Habits of Highly

Effective People

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Shared Solutions – Case Studies

• In a group of four reflect on the case studies of Paul, Jovan, Ziyaad, and Brigitte

• Share verbally a conflict concerning a student with special needs and describe from Shared Solutions the specific strategies that you used to resolve the conflict effectively

• Describe what you learned from Shared Solutions and what you will be able to apply to your work with students with special needs and their families

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Communication TechniquesCommunication Techniques

Paraphrasing This technique is used to restate in your

own words the issues and concerns of the other person – reflect first the feeling and then the content. It helps that person know that she or he has been heard, helps to clarify the problems, and helps the Principal focus on the issues that must be resolved within the mediation.

“You sound frustrated that…”“Let me see if I understand what you are

saying. “ “You felt…when…”“What I hear you saying is…”

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Perspective• The most recent IPRC occurred on March 8, 2011.

The decision was Behaviour exceptionality and the placement was Special Education class, Intensive Support Program/Behaviour. The parents were in attendance and the statement of decision is signed by a parent with the indication that they agreed to both the exceptionality and the placement.

• Mother’s recent comments about wanting a regular class placement are in opposition to the decision, which she participated in, on March 8. The deadline for appealing the IPRC decision has passed.

• What will you do following Shared Solutions?

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• Processes and techniques that act as a means for disagreeing parties to come to an agreement short of litigation

• Conflict resolution is a major goal of all the ADR processes

• If a process leads to resolution, it is a dispute resolution process

Alternative Dispute Resolution Alternative Dispute Resolution (ADR)(ADR)

A dialogue between two or more people or parties, intended to reach an understanding, resolve point of difference, or gain advantage in outcome of dialogue, to produce an agreement upon courses of action.

(Shared Solutions Problem Solving)

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Negotiation

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Resolution Meeting Process

ConsiderationsPreparation

– Flexible scheduling, location, seating, refreshments

– Clarifying participation, purpose, setting a collaborative tone

– Reviewing student’s records

Convening

– Agree on agenda, clarity in purpose, confidentiality, ground rules, breaks

– Remove distractions, communicate effectively, manage time

– Fully examine issues, ensuring equity in participation

– If dynamics are at issue do something different (e.g. change representation, rethink offer/demand, etc.)

Implementation

– Clear agreement components (e.g., SMART – specific, measurable, attainable, realistic, time-accountable)

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Principled NegotiationPrincipled Negotiation

1. Separate people from problem

• Focus on communication with people, not to people

• What are the interests, motives?• Remember that the other party has

feelings, too• Are you paying enough attention?• Watch you ego• Focus on relationships • What is most important to the party?

What do they want? Why?• What is most obvious? Now look behind it

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Principled NegotiationPrincipled Negotiation2. Focus Attention on Interests, NOT Positions• Different positions – different interests• Acknowledge emotion• Watch for resistance. Pause to give the person a chance to

object to reframe.• Don’t smooth over conflict rather let it be expressed to define

the issues and get the message across.• Most powerful interests are:

Human needs…security, economic well-being and sense of belonging, recognition and control over one’s life. Interests should be openly discussed and acknowledged as part of the problem

Reframing

Reframing a position focus to an interest focus. Be sure your reframe contains the key element of the original message.

“I’m not budging. Either my son stays in Mr. Smith’s math class, or I involve my school trustees in this. He’s on an IEP and he has endured enough poor math teachers without another lost year.”

Reframe to delete the specific demand and focus on the underlying interests: Competent math teaching for the parent’s son.

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Principled NegotiationPrincipled Negotiation3. Invent Alternate Options for Mutual

GainTHINK:

1. Mutual gain NOT win-lose2. Shared interests NOT ONLY our interest3. Seeking common ground instead of

settling interests on basis of will

Use brainstorming to separate inventing from deciding

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Principled NegotiationPrincipled Negotiation

4. Base Outcomes on Objective Standards and Criteria

• Use standards to move towards a principled position

• Assess objective criteria• Any precedent moral standards?• Professional standards

Process1. Each issue is a joint search for objective

criteria2. Reason and be open to reason as to

appropriateness and application3. Always ask for reasons for standards

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NegotiationNegotiationTEACHER:

A parent of a grade 3 child in your combined 2/3 class wants the child moved to a different class. You disagree. This child needs time to settle into a new school. It is only September. The child is able to think divergently but is also quite reserved and has an accommodated IEP. In a combined class you can make sure she moves at her own pace, and you can assess her ability and differentiate appropriately. She has already made friends in this class, and you would not like to move her now. You shall be covering the grade three curriculum this year just as the grade three class, but first the class is doing review of last year’s work. The parent in this case has been rather aggressive and rude to you and you are not happy with the way she has spoken to you about this issue. She seems unwilling to listen to your professional view as her child’s teacher.

Discussion involving the Principal has now been requested.

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Mediation• Form of alternative dispute resolution• A way of resolving disputes between two or

more parties. • A neutral third party, the mediator, who is

not directly involved assists the parties to negotiate their own settlement (Shared Solutions - facilitator)

• The Three Little Pigs Go To Mediation http://www.va.gov/orm/Mediation/VA_fable.html

• Role play

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Resolution Meeting & Mediation: Components of Durable

Agreements• Clarify the issues and available options to resolve them• Identify what participants will do, not what they won’t do• Be specific: names, places, dates, times, amounts, actions• Use impartial, non-judgmental language that is future

oriented • Avoid reference to past problems or blame• Avoid contingencies (e.g., "The school will do xyz if the

parents do abc”). Each discrete activity should stand on its own

• Create conditions to monitor implementation of the agreement and modify together if needed

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Restorative Justice• Focuses on the needs of victims and offenders, instead

of punishing the offender• Victims take an active role in the process, while

offenders are encouraged to take responsibility for their actions, "to repair the harm they've done—by apologizing, returning stolen money, or community service"

• Based on a theory of justice that considers crime and wrongdoing to an offense against an individual or community rather than the state

• Restorative justice that fosters dialogue between victim and offender shows the highest rates of victim satisfaction and offender accountability

• http://www.youtube.com/watch?v=lqaqrDnhzDw&feature=related Restorative Justice Introduction

• How does restorative justice support students with special needs?

Module 3 – Post AssignmentModule 3 – Post Assignment

Complete the Exceptionality Post Assignment that you began in class and be prepared to share using multiple intelligences two changes that you made at your school or work environment during Module 4, reflecting on the impact that you see, hear and feel as a result of your actions.

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Complete the Self Assessment Rubric

for this module and return it electronically to the instructor.

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Reflect on how the concepts discussed in the articles for this module, the online courses, Shared Solutions and ADR impact directly on your own school; including next steps and connections of learning from this module to your goals identified in the Leadership Framework and the School Effectiveness Framework. Write a two page response integrating your learning and future application of these concepts.

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Module 4 – Pre AssignmentModule 4 – Pre Assignment

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1. Complete the OPC online Legal Issues Workshop… Human Rights

2. Research ONE article on communication and building relationships within our schools and be prepared to make connections to special education programs and students.

Documents

111 Special Education For Administrators Module 3 Building Relationships and Developing People Securing Accountability 1